The Influence Of Recasts And Prompts In Overseas Chinese Classes On The Oral Expression Ability Of Elementary Chinese Learners

Corrective feedback is a kind of interactive behavior in the classroom.According to Long(1983)'s interactive hypothesis,corrective feedback has a positive effect on learner's acquisition in the process of second language acquisition.Therefore,corrective feedback is a key research object in the field of second language acquisition and a behavior that novice Chinese teachers need to pay attention to in the classroom.Among them,"recasts" and "prompts" are important parts of corrective feedback,and have the value of comparative research.According to the research results of scholars such as Lyster & Ranta(1997),Ponova & Lyster(2002),Lyster(2004),we find that "recasts" as the most frequently used corrective feedback in the classroom,the effect is not very obvious.Although “prompts” are not used frequently,the response rate is high.At present,there have been many studies on related issues in foreign research field,but in the field of Chinese as a foreign language,especially in overseas Chinese classrooms,comparative research on corrective feedback is not sufficient.In this paper,the voice data of eight Hungarian high school students for more than 800 minutes were collected through classroom and the incorrect words related to corrective feedback were written into text.The study divided learners into two groups,then we used "recasts" and "prompts" to correct students' mistakes respectively.We also used the data collected during the tests to track and analyze students' mastery of Chinese.Finally,based on the results of classroom recordings and group experiments,the effectiveness of two corrective feedbacks were analyzed.The data shows that teachers gave corrective feedback to75.46% of the errors in the classroom,the overall learner's understanding response rate was 78.86%,and the correction rate was 71.54%.For corrective errors in spoken language,two corrective feedback methods have not played an effective role;for lexical errors in spoken language,both have played a certain positive role;for grammatical errors in spoken language,the effectiveness of prompts were better than recasts.At the same time,in the process of observation,we also found that in addition to the different feedback methods,the comprehension and response rate of corrective feedback is also related to the teacher's tone,re-reading or not.Therefore,teacher need to comprehensively consider various relevant factors in the classroom,so as to choose appropriate corrective feedback methods and comprehensively use multiple feedback methods for teaching.At the same time,teachers must always reflect on their own teaching and summarize their experiences in order to improve themselves.